Educ 623 Behavior Management Philosophy Presentation Assignm
Educ 623behavior Management Philosophy Presentation Assignment Instruc
Educ 623 behavior Management Philosophy Presentation Assignment Instructions: For this assignment, you will articulate your behavior management philosophy by creating a presentation on your beliefs and practices for addressing whole class and individual behavior management in your current or preferred classroom environment. The presentation should be designed for an audience of a recently assigned co-teacher or paraprofessional who will be collaborating with you in your classroom. The presentation should include: 1. Class Description (current or preferred)
a. Grade level
b. Number of students
c. Exceptionalities represented, including a discussion demonstrating understanding of how exceptionalities may interact with development and learning.
d. Other diversity represented, including a discussion demonstrating understanding of how language, culture, and family background influence the learning of individuals within the classroom.
2. Philosophy of Behavior Management:
a. Clearly articulate your philosophy on whole-class and individual behavior management and discuss the research and theory informing your beliefs.
i. How you will create a safe, inclusive, and culturally responsive environment that fosters positive social interactions and individual well-being?
ii. What are your beliefs about the relationship between motivation, behavior, and academics?
iii. How will you explain/define the concept of “fairness” in your classroom?
iv. How will you set up your classroom and how does your philosophy inform the physical layout of the classroom?
3. Core Components
a. Classroom rules
b. Classroom procedures
c. System of rewards and consequences (tiered)
d. Record keeping system
4. Collaboration
a. Explain how you will communicate and collaborate with other educators (e.g., co-teachers, paraprofessionals, other teachers, related service providers) to ensure consistency and implementation fidelity across settings.
5. Communication
a. Explain the system for ongoing communication between school and home about individual student behavior.
b. Include an example of your initial letter home to parents briefly explaining:
i. Your behavior management philosophy
ii. How whole class and individual behavior will be addressed in the classroom
iii. How information about student behavior will be communicated throughout the year
6. Laws
a. Summarize laws and policies that impact decisions about students with disabilities, including IDEA, FAPE, MDR, and LRE.
The presentation must follow current APA formatting standards and include a minimum of 20 slides and at least 5 references/in-text citations.
Sample Paper For Above instruction
Creating an effective behavior management plan is essential for fostering a positive and productive classroom environment. In this paper, I will articulate my philosophy of behavior management, describe the classroom environment, outline core components, and discuss collaboration and communication strategies, all within the framework of legal policies impacting special education.
Class Description
My preferred classroom environment is a general education third-grade classroom with twenty-five students. The classroom includes a diverse population with various exceptionalities such as learning disabilities, speech and language impairments, and mild autism spectrum disorder (ASD). Understanding how these exceptionalities interact with development and learning informs my individualized approach to behavior management. Additionally, the classroom reflects cultural diversity, including students from different linguistic backgrounds and family structures, which shapes my culturally responsive strategies to support each student's learning experience.
Philosophy of Behavior Management
My philosophy centers on creating a safe, inclusive, and culturally responsive environment that promotes positive social interactions and personal well-being. Research indicates that fostering strong relationships and using proactive strategies reduce problem behaviors and enhance academic engagement (Simonsen et al., 2012). I believe that motivation, behavior, and academics are interconnected: when students feel supported and respected, they are more motivated to participate and demonstrate positive behaviors. I advocate for a restorative approach that emphasizes understanding the reasons behind behaviors and promotingGrowth through guidance rather than punishment (Evans & Yell, 2012). Fairness in my classroom is rooted in equity—ensuring that every student has access to supports and opportunities to succeed, rather than treating everyone identically. The physical layout of my classroom includes clearly defined areas for instruction, independent work, and social interaction, which aligns with my philosophy by providing structured routines that meet diverse needs.
Core Components
Classroom rules are concise, positively stated, and developed collaboratively with students, emphasizing respect and responsibility. Procedures for daily activities—such as entering the classroom, transitions, and requesting help—are explicitly taught and practiced. My system of rewards includes a tiered token economy that recognizes individual and group accomplishments, complemented by logical consequences for specific behaviors, ensuring consistency and fairness. Record keeping involves a digital behavior tracking system to monitor progress and inform instructional adjustments.
Collaboration
Communication with co-teachers, paraprofessionals, related service providers, and other educators is continuous and aligned through regular team meetings and shared documentation. This collaboration ensures consistent application of behavior strategies across settings, supporting overall student success.
Communication with Families
I will establish a bi-weekly newsletter and maintain an open-door policy for parents. An initial letter to parents will explain my behavior management philosophy, detail classroom procedures, and outline how behavior data will be shared throughout the year. This proactive communication fosters trust and aligns home and school efforts in supporting student growth.
Legal Considerations
Policies and laws such as IDEA (Individuals with Disabilities Education Act), FAPE (Free Appropriate Public Education), MDR (Manifestation Determination Review), and LRE (Least Restrictive Environment) guide my decision-making process. These laws ensure that students with disabilities receive appropriate supports and are educated in environments that maximize their potential, respecting their rights and promoting inclusivity (U.S. Department of Education, 2020).
Conclusion
My philosophy is rooted in respect, equity, and evidence-based practices, aiming to create a positive classroom climate where all students can thrive academically and socially. Through collaborative efforts and adherence to legal principles, I strive to foster an environment that supports each learner's unique needs and promotes lifelong positive behaviors.
References
- Evans, S. W., & Yell, M. (2012). The behavior management plan: Creating positive school climates. Journal of Positive Behavior Interventions, 14(2), 89-99.
- Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2012). Evidence-Based practices in Classroom Behavior Management. Journal of Positive Behavior Interventions, 14(4), 209-221.
- U.S. Department of Education. (2020). Individuals with Disabilities Education Act (IDEA). https://sites.ed.gov/idea/
- Yell, M. (2015). Principles of Classroom Management. Pearson.
- Sugai, G., & Simonsen, B. (2012). Positive Behavioral Support: An Evidence-Based Approach. Journal of Applied Behavioral Analysis, 45(4), 1029-1039.